Reflective Assessment to Enhance Shared Epistemic Agency in Collaborative Inquiry and Knowledge Building

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 4
  In Roundtable Session: Reimagining Assessment for Equity and Student Learning Across Educational Contexts

Abstract

This study investigates how high school students engage with reflective assessment to address authentic research questions in collaborative inquiry. The participants were 12th-grade students who participated in the Innovative Solutions project supported by three teachers and a network of professional partners from community-based organizations. At the end of the project, an individual interview was conducted to explore students’ reflections on their use of reflective assessment document. Grounded theory analysis of the interview data revealed key functions and challenges associated with engaging in reflective assessment. As a compelling theme, students used reflective assessment to organize and document their research activities, helping them have a clear sense of their progress. The findings inform educational designs to cultivate shared epistemic agency among students.

Authors

• Lei Ding, University at Albany - SUNY

• Jianwei Zhang, University at Albany - SUNY

• Thomas Underwood, University at Albany - SUNY

• Dongni Guo, University at Albany - SUNY

• Alae Sherafat, University at Albany - SUNY